unit 5 illiteracy preparing sun october 18th 2009 preparing date 19th period 25th unit 5 illiteracy lesson a reading i objectives by the end of the lesson ss will be able to develop such reading micr

- Ask Ss to work in pairs and take turn to read aloud the given sentences - Call on some Ss to read the sentences again and provides corrective feedback. 8’ Class work[r]

Preparing: Sun, October 18th 2009 Preparing date: 19th Period: 25th Unit 5: illiteracy Lesson A: Reading I Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context - Use information they have read to discuss illiteracy issues II Materials Textbook, handouts III Procedure Work Steps T arrangement Warm – up: up: Game: Hang man Class work 4’ i l l i t e r a c y - Lead in: Illiteracy (Mù chữ) Before you read - T introduces the picture in the text book (page56) 15’ This photo shows a scene of a classroom This is a bit different class from other normal classes Can you describe it and say what makes the class different? - Ask Ss to look at the picture in the text book and ask Ss to describe it by answering the T’s questions Where is this classroom? 1.In a poor remote/mountainous Who are in this classroom? areas What kind of textbooks are 2.Children with different ages they learning? 3.Text books for grade one Who is the teacher? A soldier ['souldʒə] What are they learning? 5.To read and to write T introduces the picture: - This photo shows a scene of a classroom in a poor mountainous area The Ss are children of different ages They are learning the textbooks for grade one and they are taught by a soldier It seems that the Ss in the classroom are illiterate people They are now learning how to read and write Vocabulary- pre teach - illiteracy(n)[i'litərəsi]>< litercacy (n) n¹n mï chữ,vô học - illiterate(a,n) [i'litrt] >< literate (a,n) mù chữ, dèt n¸t - to eradicate [i'rỉdikeit]: to destroy or get rid of st (bad) completely / eradication(n) Nhæ rễ, trừ tiệt, xoá bỏ - campaign(n) [kổm'pein] Chiến dịch Individual/Class work - ethnic minority ['eθnik mai'nnik mai'nɔriti] D©n téc thiÓu sè T asks Ss to practice the new words and ask them to give example Call on some Ss to stand up and speak out new words T listens and checks their pronunciation While you read Task Set the scene: You are going to read about education in mountainous areas and the reading task that follow 7’ - Get Ss to read the passage silently and then task - T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese - T checks the answers with the whole class and gives corrective feedback => Keys Phæ cËp gd tiĨu häc Héi khun häc VN Xo¸ mù chữ Kỹ thuật canh tác Kế hoạch hoá gia đình Task - Ask Ss to read the passage carefully again and try to summarise it then choose one of the list of main ideas provided in the task to find the most suitable one - Call on some Ss to give their answers and ask the other Ss to say 5’ whether agree or disagree => Answer: D Individual/Pair work A: is too general B & C are too specific Individual/Pair work Task - Ask Ss to skim the question to understand them - Underline the key words to decide what information they need to find in the text - Get Ss to check their answers with a partner - Call on some Ss to write their answer on the board and ask them to explain their choice - Give the correct answers 7’ Group work 94% of the populatKyeys the campaign for illiteracy eradication 600 students in 2000 and 800 students in 2001 They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write Illiteracy will soon be eradicated After you read 5’ - Ask Ss to work in small group of or and discuss the question: How to help illiterate peope in the disadvantaged areas to read and write Group work - Go around to check and offer help - Call some group to tell and explain their answers - Corrective feedback * Solution: - Opening school - Sending teachers/ volunteer teachers there - Buying books for Ss - Providing individual assistance to Ss - Give financial rewards to families that send their children to school Training local people to be teacher who will help their own people Home work - Summarise the main points of the lesson - For homework., ask Ss to 2’ Class work learn by heart the new words and make sentences with them Preparing: Mon, October 19th 2009 Preparing date: 20th Period: 26th Unit 5: illiteracy Lesson B: Speaking I Objectives By the end of the lesson Ss will be able to: - Talk about schooling and literacy related problems - Suggest solutions to these problems II Materials Textbook, handouts III Procedure Steps Warm – up: up Brainstorm: About the pupils’ difficulties T Work arrangement Class work low-income family transportation 6’ difficulties Lack of confidence lack of knowledge Before you speak Matching  Vocabulary Match a verb in A with a phrase in B A B Cheat a old clothes Enforce b a club Set up c in a game Collect d education for children Provide e traffic regulations Keys: => 1.c 2.e 3.b 4.a 5.d  Match each problem with its solutions Suggested answers - Get Ss to it in pairs - Call on a student to read out the answers - Check with class and gives corrective feedback 1.b-g 2.a-e 3.d-f 4.c 5.h-i-j While you speak - T introduces the task and calls on or pairs of Ss to read aloud the sample dialogue - T elicits the structures that are used for asking for and giving suggestion Asking for opinion What you think we need to/could/should/might want to do? What you think about….? 14’ Individual/Class work 15 ’ Pair work What’s your opinion about ? What you have in mind? Giving suggestions Maybe we can…… Probably we should……… We might want to…… We could……… -T puts Ss into groups of 3-4 and gets them to define the problems of their own school and suggest as many solutions as possible - Go around to check and offer help - After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified - T writes these ideas on the board as Ss talk EX: Many students can’s all the required textbooks A: Many students can’s all the required textbooks What you think we should to help them? B: I think we should ask the school headmaster to provide free textbooks for students from low-income family And we should collect used textbooks for school libraries After you speak 8’ Task -T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions - Remind Ss of the structures that can be used for expressing opinions and giving suggestions - Call on each group to report their ideas to the class and elicits comments from the class Suggested answers: Class size: an ideal class size is 10-15 students, so the school should recruit more Teachers and open new classes T should encourage Ss to work with different groups, not with the same group all the time Desks: buy larger desks or if there are new classes, the current number of desk is adequate Equipment: buy/ hire facilities such as computers and OPHs, upgrade the classroom Home work Ask Ss to write a paragraph about a school problem and one or two 2’ solutions to it Individual/Pair work Group work Group work Class work Preparing: Mon, October 20th 2009 Preparing date: 21st Period: 27th Unit 5: illiteracy Lesson C: Listening I Objectives By the end of the lesson Ss will be able to: - Develop extensive listening skills - Use the information they have listened to for other communicative tasks II Materials Textbook, handouts III Procedure Steps Warm – up: up Answering questions: Have you ever done a survey? Do you know where Perth is? Before you listen Setting the scene: you are going to listen about the results of a school survey carried out in Perth, Western Australia The school asked its Ss what makes an effective school  Pre-teaching vocabulary: Listen and repeat - Effective(a) co hieu luc - maturity(n) [mə'tjuəriti ] tinh truong - Perth(n) - Western Australia Tay Uc - academic (a) [,ækə'demik] thuoc hoc vien, thuoc truong dai hoc - performance(n) su bieu dien - seft-respect(n) [ri'spekt] su tu - Weaknesses(n) tinh trang yeu duoi - Help Ss to pronounce the word in their textbook correctly - Present or elicits the meaning of these word from the class - Get Ss to make sentences with some importance words While you listen Task 1: - Get Ss to read the options in each question carefully and underline the words that make them different - Get Ss to guess the answer to each questions and tell them they need to listen attentively to check if their guesses are confirmed - Play the tape once for Ss to listen and the task - Get Ss to find a partner to check their answers with - If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch => Keys: D 2.B B C Task - Get Ss to read the questions in task and answer the questions without listening again If they can’t, T plays the tape for them to listen again - Get Ss to check their answers with a partner Then check with whole class - Play the tape again and pause at difficult point if many Ss can’t complete the task => In Perth, Western Australia 80% They felt that they should be allowed to have a say in the school decision making After you listen - Divide the class into small group of or and get them to discuss the question in textbook - Go around to check and offer help - After checking that all the group have finished, T calls on the T 5’ Work arrangement Class work 8’ Individual/Class work 10’ Pair work 10’ Individual/Pair work 10’ Group work representative of each group to report their peers’ ideas - Listen and take note of their errors and give feedback after that adequate ['ædikwit] đủ, đầy đủ syllabus ['siləbəs] vấn đề, bài thuộc một giáo trình; chương trình học motivate['moutiveit](v) thúc đẩy stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến khích Home work - T summarises the main point of the lesson Ask Ss to learn by heart new words and make sentences with them 2’ Class work ILLITARACY In an informal survey carried out in Perth, western of Australia, students were asked to give their views on what makes an effective school 80 per cent of the students felt that mutual respect in the classroom was essential learning to take place This implied that students should be treated as individuals with both their strengths and their weaknesses 60 per cent of the students felt they should be encouraged to set realistic goals for their learning, and to have positive attitudes towards themselves and others About 55 per cent of the students expected their teachers to be motivated and interested in what they were doing; this would then reflect in their performance of the students Nearly all the students believed that learning should be centered on important life skills such as communication, building self-respect and self-confidence, the ability to learn from failure, and time management, suited to the maturity of the students concerned One hundred per cent of the students felt that the social side of school was as important as academic activities The older students felt that they should be allowed to give some input school decision making a direct effect on students Preparing: Sun, October 25th 2009 Preparing date: 26th Period: 28th Unit 5: illiteracy Lesson D: Writing I Objectives By the end of the lesson Ss will be able to: - Interpret information presented in tables - Identify language to be used for describing tables - Write descriptions of tables II Materials Textbook, handouts III Procedure Work Steps T arrangement Warm – up: up A matching game Match these expressions with the correct graphs fluctuate ['flʌktjueit] dao động, lên xuống gradually decrease slightly increase A D => Keys: D remain the same drop sharply rise considerably/kən'sidərəbli/ đáng kể, lớn lao B Class work 12’ Individual/Class work C E F F E B Before you write C A  Vocabulary - The table shows / describes/ illustrates - As can be seen from the table/ chart / graph Nouns rise increase decrease drop fall 8’ Verbs rise increase decrease drop fall Adjectives slight steady sharp gradual dramatic Adverbs slightly steadily sharply gradually dramatically  Task 1: Gap - fill went up rise different declined dramatically varied The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007 As can be seen, they (1)…………considerably between 1998 and 2007 In the Lowlands, there was (2)……….in the number of both males and females who were literate In contrast, the literacy rate in the Midlands (3)………steadily in both the number of males and females In Highlands, the trend for literacy rate was (4)……….from the other regions While the number of literate females fell (6)……… This data may help the researchers or planners make suitable plans for educational development in each area of the country While you write  Task Matching - Ask pls to match the sentences in the writing The table describes the literacy rates in different regions of (1) 15’ ………………… Generally, except for Highlands, where the rates slightly decreased between these years, Lowlands and Midlands both witnessed a rise In Lowlands, for example, the rates were 50%, 53% and 56% in (2)……… In 2007, (3)……………., which was a remarkable progress Midlands saw a less dramatic change, however the rate (4) ……………… in 1998 and 2002 to 80% and 85% in 2004 and 2007 Unlike these two regions, Highlands witnessed (5) ……………… In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, (6) …………………… Obviously, this region needs to improve its literacy rate A 1998, 2002, and 2004 B the rate sharply rose to 95% C the Sunshine country from 1998 to 2007 D a gradual decrease in the rate of literacy of its population E went up gradually from 70% and 75% F reaching only 30% in2007 C A B E D F Individual work After you write - Ask pls to exchange the writing and correct each other - call some to read aloud the writing Home work Ask pls to prepare Language Focus 8’ Individual/Pair work 2’ Class work Preparing: Sun, October 25th 2009 Preparing date: 26th Period: 29th Unit 5: illiteracy Lesson E: Language Focus I Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly - Understand reported speech with infinities and use these structures to solve communicative tasks II Materials Textbook, handouts III Procedure Steps Pronunciation Distinguishing the sounds - T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them - Play the tape once for Ss to hear the words Containing these clusters Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times Then T calls on some Ss to read the word out loud T listens and corrects their pronunciation Practicing sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences - Call on some Ss to read the sentences again and provides corrective feedback T 8’ Grammar A Presentation: Reported speech with infinitive(5m) 12’ we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements a Verb+ object+(not) to-Infinitive The verbs go with this structure: Advise, allow, ask, tell, , order, invite, urge, remind, request, beg, expect, warn, command, recommend, forbid, implore =entreat (khẩn nài, khẩn khoản, nài xin), encourage, want, persuade + O + to- Infinitive b Verb + (not) to- Infinitive Agree, refuse, offer, promise, threaten, hope, propose+ to Infinitive - T gives some direct speech sentences and ask Ss to change into reported speech B Practice Exercise 15’ -T gets Ss to exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback They promised to come back again The lifeguard advised us not to swim too far from the shore John asked Peter to close the window The teacher encourage Eric to join the football team John promised to give it to him the next day My mum wanted Lan to become a doctor My sister reminded me to lock the door before going to school His boss advised him to go home and rest for a while Exercise -T gets Ss to exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback Work arrangement Class work Individual/Class work Answer: He advised me not to drink too much beer She invited me to come and see her whenever I wanted John wanted me not to smoke in his car He told Sue to give him her phone number He reminded me to give the book back to Joe He promised not to wait for me He agree to wait for me John asked me to lend him some money Production - T prepares the following sentences and gives on sentence to each student - T picks a student at random to report what one student said T corrects the response as appropriate, presenting the form - T repeat with another student You should go to see Paris, that’s a beautiful city We’re having a party tonight, would you like to come? We have a class this Monday, don’t forger I can buy you a drink, if you like Please see me at o’clock Don’t leave your bag unattended, it might be stolen Let’s play tennis this weekend I will email you as soon as I get there Consolidation T summarises the main points of the lesson - Ask Ss to revise reported speech with infinitives and exercises in the workbook 8’ Individual work 2’ Individual/Pair work Unit ILLITERACY D Language focus I Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly - Understand reported speech with infinities and use these structures to solve communicative tasks II Teaching aids Textbook, handouts, ………… IV Procedure Teacher Pronunciation(7m) Students Distinguishing the sounds - T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them - Play the tape once for Ss to hear the words Containing these clusters Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times Then T calls on some Ss to read the word out loud T listens and corrects their pronunciation Whole class pay attention Repeat after the tape or T Individual work Practicing sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences - Call on some Ss to read the sentences again and provides corrective feedback Grammar Pair work A Presentation: Reported speech with infinitive(5m) we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements a Verb+ object+(not) to-Infinitive The verbs go with this structure: Advise, allow, ask, tell, , order, invite, urge, remind,request, beg, expect, warn, command, recommend, forbid, implore =entreat (khẩn nài, khẩn khoản, nài xin), encourage, want, persuade + O + to- Infinitive b Verb + (not) to- Infinitive Agree, refuse, offer, promise, threaten, hope, propose+ to Infinitive - T gives some direct speech sentences and ask Ss to change into reported speech B Practice Exercise 1(7m) -T gets Ss to exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback Exercise 2(8m) -T gets Ss to exercise1 individually and then find a partner to check their answer with - T checks with the whole class and provides corrective feedback Answer: He advised me not to drink too much beer She invited me to come and see her whenever I wanted John wanted me not to smoke in his car He told Sue to give him her phone number He reminded me to give the book back to Joe He promised not to wait for me He agree to wait for me John asked me to lend him some money C Production (15m) - T prepares the following sentences and gives on sentence to each student - T picks a student at random to report what one student said T corrects the response as appropriate, presenting the form - T repeat with another student You should go to see Paris, that’s a beautiful citys a beautiful city We’s a beautiful cityre having a party tonight, would you like to come? We have a class this Monday, don’s a beautiful cityt forgert I can buy you a drink, if you like Please see me at o’s a beautiful cityclock Don’s a beautiful cityt leave your bag unattended, it might be stolen Let’s a beautiful citys play tennis this weekend I will email you as soon as I get there Con solidation (3m) T summarises the main points of the lesson - Ask Ss to revise reported speech with infinitives and exercises in the workbook Whole class take notes “you had better hurry, Bill”she saidyou had better hurry, Bill”she saidshe said à She advised Bill to hurry “you had better hurry, Bill”she saidDon’s a beautiful cityt swim out too far, boys”she said I said à I told the boys not to swim too far “you had better hurry, Bill”she saidif I were you, I’s a beautiful cityd stop smoking”she saidI said à I advised him to stop smoking “you had better hurry, Bill”she saidI will help you”she saidshe said à She promised to help me “you had better hurry, Bill”she saidLet me give you some money”she saidhe said à He offered to give me some money Individual work They promised to come back again The lifeguard advised us not to swim too far from the shore John asked Peter to close the window The teacher encourage Eric to join the football team John promised to give it to him the next day My mum wanted Lan to become a doctor My sister reminded me to lock the door before going to school His boss advised him to go home and rest for a while Individual work -Student A reads out his/her sentence to the whole class, others write it down -Student B reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out Whole class ... students Preparing: Sun, October 25th 2009 Preparing date: 26th Period: 28th Unit 5: illiteracy Lesson D: Writing I Objectives By the end of the lesson Ss will be able to: - Interpret information... solutions to it Individual/Pair work Group work Group work Class work Preparing: Mon, October 20th 2009 Preparing date: 21st Period: 27th Unit 5: illiteracy Lesson C: Listening I Objectives By the. .. out too far, boys”she said I said a? ? I told the boys not to swim too far “you had better hurry, Bill”she saidif I were you, I? ??s a beautiful cityd stop smoking”she saidI said a? ? I advised him to